This study aims to develop a Digital Storytelling Task-Based Speaking Module (DST-BSM) to improve English Speaking Proficiency (ESP) for English majors within an EFL context in China. A Research and Development (R&D) method was employed using the ADDIE model to develop the module and evaluate its effectiveness. Sixty second-year English majors from two intact classes on different campuses were purposively selected. One class received 13 weeks of DST-BSM and was randomly assigned as the experimental group, while the control class followed a standard film-based curriculum. A pre-test and post-test non-equivalent group design was used, and speaking proficiency data were collected before and after the intervention and analysed with ANCOVA. The results showed that the DST-BSM had a significant positive effect on students’ ESP in the experimental group, particularly in terms of fluency, coherence, and lexical resources. The study emphasises the pedagogical value of integrating DST with task-based language teaching in an EFL speaking module in China. The DST-BSM provides a theoretically grounded and contextually relevant approach to improving speaking skills. Limitations include the use of intact classes, a short intervention period, and a restricted range of participants and assessment dimensions. Future research may adopt longitudinal, mixed-methods designs, involve more diverse learners, and employ qualitative methods like discourse analysis or reflective journals to better capture engagement. Further studies might also explore DST-BSM for other language skills and the role of teacher scaffolding and AI-enhanced storytelling tools.
Yu et al. (Mon,) studied this question.